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Essay / Research Paper Abstract
A 50 page paper that begins with a general introduction to the following sections, the first of which is a report and discussion of teacher shortage and attrition rates of new teachers, half of whom leave by the fifth year. Reasons for this exodus are reported. The essay then turns to programs to increase new teacher retention beginning with induction programs, which are described and discussed. Mentoring and mentor programs are then discussed beginning with an explanation and description of mentoring and comments on the general state of mentor programs in the U.S., including the number of states with legislation that either supports or requires mentor programs. In the last section, the writer describes numerous mentor programs presently in effect, provides descriptions of them, identifies the criteria for mentors and the results of these programs in terms of teacher retention. Examples are incorporated into each section. Statistical data are reported. 1 Illustration is included. Bibliography lists 30 sources.
Page Count:
50 pages (~225 words per page)
File: MM12_PGmtr04.rtf
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Unformatted sample text from the term paper:
first five years (The NEA Foundation, 2002). Furthermore, baby-boomers who entered the teaching profession in the 1960s are now at or quickly reaching the age for retirement (The NEA Foundation,
2002; Stern, 2003). A number of analysts have suggested the "graying" of the teacher population is the major cause of teacher turnover teacher shortages, and school staffing problems (Ingersoll, 2001).
This is not true, however. There is a greater issue - new teachers leaving the profession. In the 1990s, for the first time, more teachers left the profession than entered
it (Stern, 2003). If the present exodus of new teachers from the profession continues and if more teachers leave than enter, the number of teachers in this nation will not
meet the needs (The NEA Foundation, 2002). The U.S. Department of Education forecast a need for two million new teachers over the next ten years (Brown, 2003). Organizational effectiveness research
has consistently correlated poor performing organizations with high staff turnover (Ingersoll, 2001). If an organization is one that is certain, stable and routine and if they can substitute or replace
employees with equally skillful, knowledgeable persons, the organization will not be as vulnerable to poor performance (Ingersoll, 2001). However, when an organization is one that is uncertain and non-routine, employee
turnover becomes a major problem that lowers overall performance because these types of organizations are dependent upon both the commitment of employees and the cohesion between and among employees and
between employees and managers (Ingersoll, 2001). Schools fit into this description, in fact, schools are "identified as a key example of organizations characterized by an uncertain and non-routine technology
and by dependence on commitment and cohesion among members" (Ingersoll, 2001, p. 8). High attrition among teachers, then, becomes a major issue of concern because high turnover in this type
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